G 73 
.P54 
Copy 1 



Digitized by the Internet Archive 
in 2011 with funding from 
The Library of Congress 



http://www.archive.org/details/reformingeographOOphel 



G 73 

S^"^ , THEREFORM 

IN 

GEOGRAPHICAL STUDIES 

IN OUR AMERICAN SCHOOLS, 

WITH A BRIEF SKETCH OF THE EMINENT LABORS 

OF 

PROF. ARNOLD GUYOT, 

IN CONNECTION THEREWITH. 



WM. F. PHELPS, A. M., 

President of First State Normal School of Minnesota. 






CHFCAGO: 

HADLEY BROTHERS. 
1871. - 










THE REFORM 



GEOGRAPHICAL STUDIES. 



In no branch of instruction has there been a more 
radical or decided improvement among our American 
schools, during the last twenty years, than in that of 
Geography. And it may truthfully be added, that in 
none was there a more urgent need of improvement, in 
respect both to the subject matter and the mode of 
teaching. Fortunately for this strong assertion, it 
requires no argument to prove it; for, these changes 
are so recent that there are thousands of intelligent 
teachers throughout the country whose observation and 
experience will amply attest its truth. If there be any 
who are inclined to doubt, the materials for investigating 
the question are abundant and near at hand. Let any 
such person take up a copy of the earlier editions of 
any of the current series of geographies published even 
ten or fifteen years ago, or let him examine the ^' Outline 
Maps^^ of the same period, and compare them with 
those Works which are now found in our schools of the 
better class, and the evidence of the improvement re- 
ferred to will be conclusive. No honest mind can gain- 



say it. The fact forais a proud pag'e in tlie history of 
American education. 

Within the past twenty years the study of Geography 
has undergone a revolution that is little less than re- 
markable. From a dry catechism of puerile and dis- 
jointed facts, it has been planted upon the solid founda- 
tion of Exact Science. In the place of a multitude of su- 
perficial details and detached fragments concerning the 
natural and political divisions of the earth, with no basis 
of philosophical association, we now have the Science 
of the Globe. The children in our schools can turn to 
the Uiuly of the earth as an organism, as the theatre of 
human societies adapted, by the provision of an All- 
Wise Providence, to the wants of man while working 
out that problem of development and progress for which 
he was created. Instead of a burdensome and profitless 
efibrt of arbitrary memory, it has become a rational 
gymnastic to almost every faculty of the mind. It 
invigorates and strengthens the expanding intellect. It 
stimulates the emotional nature, leading the student to 
reverence that Infinite Intelligence who, through the 
long ages of the past, has so wisely planned for the 
well-being and happiness of His creatures in the forma- 
tion and decoration of their earthly abode. 

Now, it is but just to inquire what is the origin 
of this great revolution ? The history is brief and 
simple, and it is .due to the character and services of 
one who is too modest to speak of himself that the 
story should be told. It has been my good fortune to 



be conversant with the facts, as well as to be intimately 
acquainted, through association in common labors, with 
the eminent man to whom the friends of American 
education owe a debt of gratitude which can never be 
repaid. 

We think it was some time in the latter part of the 
year 1848, that Professor Arnold Guyot of the Univer- 
sity Neufchatel in Switzerland, became a resident of the 
United States. The companion and friend of Hum- 
boldt and Ritter, he brought with him the rich treasures 
of their profound learning, superadded to the results of 
his own extensive, original researches as a Geographer 
and Scientist. As yet unacquainted with the English 
Language, Prof. Guyot, in January, 1849, began a 
Course of Lectures in French at the Lowell Institute 
in Boston, to a select and highly intelligent audience, on 
'^ Comparative Physical Geography in its Relation to 
the History of Mankind.'^ So deeply interesting and 
impressive were the lectures that their publication was 
at once demanded. Translated by the late President 
Felton, of Harvard, they first appeared in the Boston 
Daily Traveler^ having been written out from the notes 
used by the lecturer on the preceding evening. Their 
publication in the English language created a still 
deeper interest in the fresh and original views of Prof. 
Guyot, and in the spring of 1849 they were published 
in the form of a volume of over 300 pages, by Messrs. 
G-ould & Lincoln, of Boston. This volume is entitled 
^^ Earth and Man/' and up to 1870, sixteen thousand 



copies had been published, — a very small number when 
the extreme interest and value of the book are con- 
sidered. We shall never forget the new inspiration 
which the perusal of this volume, soon after its appear- 
ance, gave us. And we distinctly remember the notes 
of dissatisfaction with the current geographical teach- 
ing which began to be sounded soon after the publica- 
tion of " Earth and Man.'' These were the key notes 
of the grand revolution which has followed and to 
which we have already referred. 

The new interest awakened by these labors of Prof. 
Gruyot soon led to his engagement as a lecturer in the 
Massachusetts Institutes and in the Normal schools of 
that State, where he continued his efforts for several 
years. While thus engaged, he was earnestly besought 
to prepare a series of maps and text books embodying 
his views, and which should make it possible to teach 
Geography according to his own comprehensive defini- 
tion as : " The physical science of the Globe ^ or the 
science of the general phenomena of the present life of 
the glohcj in refer,ence to their connection and their mu- 
tual dependences^ 

One or two fine mural maps were at length published, 
and we believe are still extant. But the completion of 
a series on a plan so comprehensive involved a very 
heavy expenditure, and the publishers, the Boston 
house before referred to, were unwilling at that early 
day to incur the risk, and the work was stopped. 

In the mean time, Professor Gruyot was appointed to 



6 

the chair of Greologj and Physical G-eography in the 
College of New Jersey, at Princeton. This was in the 
year 1855. The Normal School of that State having 
been established during the same year, he was also ap*. 
pointed lecturer upon these subjects in that institution, 
and was authorized to provide all necessary charts and 
drawings for the illustration of his admirable courses. 
It was during this pleasant association of some four 
years that we learned to admire the life and character 
of this noble man, no less than to appreciate the price- 
less value of his labors to elevate the standard of 
education in the country of his adoption. It is thus 
easy to see how his association with teachers and educa- 
tors in New England and the Middle States, his lectures 
before Institutes, Normal schools. Colleges, and learned 
societies, should create a demand for a far higher order 
of educational appliances in his favorite field, than 
any heretofore existing. With the growth of such en- 
nobling views of the earth in its relations to man, it 
could not be otherwise than that the dissatisfaction 
with the current books, maps and methods of instruc- 
tion should become daily more deep and intense. So 
evident had the desire for better means of instruction 
become, that at length, in the year 1862, the eminent 
publishing house of Messrs. Charles Scribner & Co., 
were led to effect an arrangement with Professor Guyot 
by which the schools of this country are now in the 
enjoyment of aids to instruction in this department, 
probably surpassed by those of no other nation on the 



I 



M(ibe. To those who. unbiassed by prejudice or self- 
interest, are able to review the history of this move- 
ment from its beginning, in 1849, the change is truly 
wonderful. When canvassing these plans with my 
friend, more than fifteen years ago, I scarcely dared 
hope to live to see what now my eyes do see, and I 
believe that in no other country would such changes 
have been possible. 

I have thus indicated, in a very brief and imperfect 
way, what results have been directly effected by the 
labors of this eminent scholar and author. He has 
revolutionized the sentiment of our country as to the 
true character and scope of geographical instruction. 
He has changed the entire character of that instruction. 
He has given us a series of text books, and several 
series of maps, unequalled in this country and unsur- 
passed in any other. He is the pioneer, the inspirer 
and the Nestor in this great reform. 

But this is not all. He has aroused from their slum^ 
bers a host of copyists and imitators. He has compelled 
many revisions and improvements in previously existing 
series, until now, we venture to affirm, that were some 
of the original authors of several geographical works to 
arise from their graves they would scarcely know the 
series which bear their names. If Professor Gruyot 
had done no more than to compel this improvement in 
pre-existing works, he would be entitled to the gratitude 
of the whole country. But aside from this, his suc- 
cessful efforts to raise the standard of education in the 



direction indicated, and liis preparation of the unrivalled 
series of maps and text books now so widely and justly 
popular, throughout the country, leave him without a 
peer among the authors of school aids in this depart- 
ment of study. 

In conclusion, I may be allowed to say, that I have 
written these words without the knowledge of Prof. 
Guyot or of his publishers, simply because I know 
and feel that they embody the '' truth of history '^ and 
render to this distinguished man only that which is his 
due. In giving expression to these sentiments I do not 
wish to be understood as depreciating the honest labors of 
others in this department. I would give full credit for 
all successful achievement in the effort to improve the 
instrumentalities for general education,, by whomsoever 
effected, even under the keen spur of competition and 
self-interest. And knowing, as I do, the noble and un- 
selfish spirit of Prof. Guyot, I do not hesitate to affirm 
that no one rejoices more sincerely than he at every 
advantage gained, and by whomsoever gained, in behalf 
of a more rational and comprehensive system of educa^ 
tion for the youth of the country. With him there is 
no rivalry except in good works, and in these every 
honest man, knowing the facts, must concede that he 
has greatly abounded. 

Winona, Minn., May 20, 1871. 



THE REFORM 

IX 

GEOGRAPHICAL STUDIES 

IN OUR AMERICAN SCHOOLS, 

WITH A BRIEF SKETCH OF THE EiMINENT LABORS 

OF 

PROF. ARNOLD GUYOT, 

IN CONNECTION THEREWITH. 



WM. F. PHELPS, A. M.. 
President of First State Normal School of Minnesota. 



CHICAGO: 

HADLEY BROTHERS. 
1871. 



™,^,'''"'^ °^ CONGRESS 




029 708 220 6 I 



V: 



Entered according to Act of Congress, in the year 1871, 

By HADLEY brothers. 
In the office of the Librarian of Congress, at Washington. 





